Cambridge English Eventshttps://www.cambridge.org/sl/cambridgeenglish/events/
Fri, 22 Feb 2019 15:13:34 UTCBetter Learning Conference 2019https://www.cambridge.org/sl/cambridgeenglish/events/better-learning-conference-2019/
Join us in Cambridge, UK this July 2-3 for a chance to learn from the very best in English Language Teaching. Fri, 15 Feb 2019 09:05:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/better-learning-conference-2019/Teens together: collaborative learning and project workhttps://www.cambridge.org/sl/cambridgeenglish/events/teens-together-collaborative-learning-and-project-work/
Well-structured collaboration in class, especially project work, is an ideal way for teachers to help their teenage students develop a range of life competencies. In this webinar we’ll look at the benefits of collaborative projects, the best ways to set them up and run them, and how to avoid the problems that might arise when doing them. We’ll also look at a number of examples of projects that you can use with your own students. Tue, 22 Jan 2019 13:49:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/teens-together-collaborative-learning-and-project-work/Using technology in the IELTS classroom to increase student engagement and interactivityhttps://www.cambridge.org/sl/cambridgeenglish/events/using-technology-ielts-classroom-increase-student-engagement-and-interactivity/
These days, there are lots of technologically enhanced learning tools to enhance both teaching effectiveness and particularly student experience. However, with so many options, it may be tempting to overuse tech or perhaps use it in a repeated or less structured way resulting in its benefits being compromised with student experience suffering. In this webinar, we will examine various tech options to be used within the classroom and categorise them into the function they serve and pedagogical reasons for their use. In particular, looking at options to gamify, assess, reflect and extend in freer practice will be highlighted and a systematic approach proposed for increasing student engagement and interactivity. For the main part, we’ll explore the use of free to access tech options, many that simply require a smartphone. MINDSET for IELTS will be used to provide the content to be exploited using various tech apps and software in order to illustrate how we can further create a highly modern classroom environment tailored to our students. Tue, 22 Jan 2019 10:51:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/using-technology-ielts-classroom-increase-student-engagement-and-interactivity/Promoting self-study for success in IELTS: Making the most of additional materials and flipping the classroomhttps://www.cambridge.org/sl/cambridgeenglish/events/promoting-self-study-success-ielts-making-most-additional-materials-and-flipping-classroom/
Self-study is an essential component of success in any language proficiency test, yet many students may be reluctant to do it or find it difficult to get started. In this webinar, we will discuss some obstacles to self-study that students may face and how we, as tutors, can help them to become effective independent learners, which will contribute to success in the IELTS test. We will first focus on how online skills practice modules can be used as an effective self-study tool, using the online self-study materials from the MINDSET for IELTS series as an example. We will then explore the possibility of using the flipped classroom method as a means of better integrating self-study with lesson content and how this method can help students feel better prepared for the IELTS test. Wed, 16 Jan 2019 11:41:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/promoting-self-study-success-ielts-making-most-additional-materials-and-flipping-classroom/Vocabulary: Ways to Extend Student Learninghttps://www.cambridge.org/sl/cambridgeenglish/events/vocabulary-ways-extend-student-learning/
This webinar will look at ways of helping learners engage with vocabulary during lessons and as part of an independent learning programme. We will look at some freely available online resources that can supplement course book vocabulary activities and we will also examine some strategies that learners can deploy when they are using a graded reader. Tue, 18 Dec 2018 10:38:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/vocabulary-ways-extend-student-learning/Teacher-student rapport in the secondary classroomhttps://www.cambridge.org/sl/cambridgeenglish/events/teacher-student-rapport-secondary-classroom/
How do you feel about your relationship with students in your school? Are there some you have a strong rapport with? Others you find harder to relate to? Come to this workshop to discover the difference strong compassionate relationships can make, how different emotional states and attachment styles can affect relationship-building and how the drive for humans to be part of a social group can impact on your classroom. Mon, 03 Dec 2018 15:35:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/teacher-student-rapport-secondary-classroom/Using stories with teenshttps://www.cambridge.org/sl/cambridgeenglish/events/using-stories-teens/
Human beings are creatures of narrative. And teens are no different. In this practical webinar, teacher trainer and author, Jamie Keddie, will show you how to use story and storytelling to motivate teenagers and get them thinking, speaking, listening, writing, learning, and sharing stories of their own. Thu, 22 Nov 2018 11:03:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/using-stories-teens/Compassionate schools: A whole school approach to wellbeinghttps://www.cambridge.org/sl/cambridgeenglish/events/compassionate-schools-whole-school-approach-wellbeing/
This webinar will show how a compassion-focused approach to wellbeing was introduced into a UK school, with the aim of improving the emotional wellbeing of both staff and students. Wed, 17 Oct 2018 15:00:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/compassionate-schools-whole-school-approach-wellbeing/Rhetorical Readers in Academic Writing: A Corpus-based Contrastive Analysis of Reader Engagement in English, French and Spanishhttps://www.cambridge.org/sl/cambridgeenglish/events/rhetorical-readers-academic-writing-corpus-based-contrastive-analysis-reader-engagement-english-french-and-spanish/
Research has shown that first language interference is a strong predictor of potential errors and pitfalls that individual learners face in language learning. This presentation looks beyond the sentence level transfer and considers reader engagement in academic writing in English, French and Spanish research articles, looking at how writers position readers in texts and how this differs across languages. The results of this study reveal some important similarities and differences which have implications for the teaching of English for academic purposes to learners in French and Spanish first language contexts. Fri, 07 Sep 2018 10:15:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/rhetorical-readers-academic-writing-corpus-based-contrastive-analysis-reader-engagement-english-french-and-spanish/Specialised vocabulary in English for Academic Purposes in research and teachinghttps://www.cambridge.org/sl/cambridgeenglish/events/specialised-vocabulary-english-academic-purposes-research-and-teaching/
The focus of this talk is specialised vocabulary in EAP in research and teaching. We will look at three key points: the nature of specialised vocabulary, word lists, and planning for vocabulary in EAP classrooms and curricula. Activities and examples for curriculum and materials design, as well as vocabulary exercises for language classrooms will be presented and discussed. Fri, 07 Sep 2018 10:08:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/specialised-vocabulary-english-academic-purposes-research-and-teaching/Academic English tests: What are the challenges in testing language proficiency and academic skills of high level (B2+) learners?https://www.cambridge.org/sl/cambridgeenglish/events/academic-english-tests-what-are-challenges-testing-language-proficiency-and-academic-skills-high-level-b2-learners/
This session will reflect on the overlap between academic literacy and language proficiency in testing at CEFR B2 level and above. It will examine two models of general language proficiency and consider how they fit into the concept of academic literacy. The session will then compare the constructs of high level language proficiency and academic literacy and go on to consider the implications for testing the academic English of high level language learners. Fri, 07 Sep 2018 10:00:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/academic-english-tests-what-are-challenges-testing-language-proficiency-and-academic-skills-high-level-b2-learners/Motivation in EAP and the use of intrinsically interesting 'academic light' topics and engaging taskshttps://www.cambridge.org/sl/cambridgeenglish/events/motivation-eap-and-use-intrinsically-interesting-academic-light-topics-and-engaging-tasks/
There are good reasons for making EAP materials lively and engaging, especially as learners who need English for academic study are not always highly motivated and may have little background knowledge of academic topics beyond their own specialism. EAP syllabuses provide learners with significant challenges in terms of linguistic content and skill deployment and teachers can mitigate some of these challenges by offering engaging methodology and materials.
This presentation will consider these issues and look at ways of applying features of general English teaching to academic skills materials. Fri, 07 Sep 2018 09:52:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/motivation-eap-and-use-intrinsically-interesting-academic-light-topics-and-engaging-tasks/Basic literacy in ELThttps://www.cambridge.org/sl/cambridgeenglish/events/basic-literacy-elt/
Learning English using current language teaching methods and materials generally requires learners to have mastered basic English literacy (the ability to encode and decode English script). Learners are often required to write, not only to practice the writing skill, but also to provide personalized examples etc. For adult learners with literacy issues, levels of motivation and achievement may suffer. This topic is gaining relevance for more and more English Language teachers. I will discuss this and outline ideas for teaching approaches, and strategies that can help address the issue. Fri, 07 Sep 2018 09:45:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/basic-literacy-elt/Synergistic Speaking Tasks: Ways to manage successful end-of-unit tasks for the oral communication classroomhttps://www.cambridge.org/sl/cambridgeenglish/events/synergistic-speaking-tasks-ways-manage-successful-end-unit-tasks-oral-communication-classroom1/
EAP texts often include productive speaking tasks such as presentations, oral reports, and mock debates as capstone activities to consolidate the language taught in the respective units. Both preparation and the finished product are beneficial in giving learners confidence regarding their mastery of the material and providing a realistic setting for them to utilize what they have learned. I will present different scaffolding methods to facilitate successful outcomes in terms of student engagement with the material and achieving a balance of creative expression and the attainment of course language objectives. Fri, 07 Sep 2018 09:30:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/synergistic-speaking-tasks-ways-manage-successful-end-unit-tasks-oral-communication-classroom1/Strategies for teaching critical thinking more effectivelyhttps://www.cambridge.org/sl/cambridgeenglish/events/strategies-teaching-critical-thinking-more-effectively/
In recent years there has been a growing understanding of the importance of critical thinking within EAP, but many teachers still find it difficult to translate this into the classroom. This session will look at ways in which critical thinking can be embedded within ‘regular’ EAP activities, and our students can be fully empowered with these crucial 21st century skills. Wed, 05 Sep 2018 13:15:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/strategies-teaching-critical-thinking-more-effectively/How much A does an EAP course need?https://www.cambridge.org/sl/cambridgeenglish/events/how-much-does-eap-course-need/
Many of us work on foundation courses where students are being prepared to enter mainstream tertiary education where they will be studying in English. Apart from the context of a university or polytechnic and the learning environment of lectures, seminars and tutorials, how different is the English they require compared to that needed to work or even just travel in English? In this webinar I will look at the four skills and compare the content of a general and an academic English course. Wed, 05 Sep 2018 12:30:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/how-much-does-eap-course-need/EAP learners and pronunciation: Dealing with comprehensibilityhttps://www.cambridge.org/sl/cambridgeenglish/events/eap-learners-and-pronunciation-dealing-comprehensibility/
This webinar will explore what it means for EAP learners to be comprehensible and focus on some particular phonological features that are useful to these students as they move on to undergraduate and post-graduate study. Thu, 09 Aug 2018 13:26:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/eap-learners-and-pronunciation-dealing-comprehensibility/To err is human: strategies for higher-level IELTS Speaking successhttps://www.cambridge.org/sl/cambridgeenglish/events/err-human-strategies-higher-level-ielts-speaking-success/
This webinar explains how, by doing so, learners can be provided with more scope to develop both language and exam skills. It also demonstrates ways in which the material in MINDSET Level 3 can be exploited in order to deliver engaging lessons and provide the scaffolding to help students reach a more advanced level and an improved score. Tue, 31 Jul 2018 14:12:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/err-human-strategies-higher-level-ielts-speaking-success/Teaching lower level IELTS students with Mindsethttps://www.cambridge.org/sl/cambridgeenglish/events/teaching-lower-level-ielts-students-mindset/
In this webinar, MINDSET author Jishan Uddin demonstrates and expands on the teaching approaches identified in the MINDSET for IELTS Foundation Teacher's Book which are aimed at improving student engagement and involvement. He also illustrates how peer assessment and self-reflection, including the use of technology enhanced learning, can encourage students to develop a mastery mindset. Wed, 18 Jul 2018 11:35:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/teaching-lower-level-ielts-students-mindset/Better reading for learnershttps://www.cambridge.org/sl/cambridgeenglish/events/better-reading-learners/
This webinar will explore different approaches to getting learners to engage with texts and develop reading skills. It will outline ways that can lead to ‘better reading’ by means of text and task choice as well as a focus on useful reading strategies. Wed, 11 Jul 2018 15:20:00 UTChttps://www.cambridge.org/sl/cambridgeenglish/events/better-reading-learners/